Dimensão relacional da aprendizagem : construções teóricas na interface educação e psicologia

Abstract

This paper aims at developing theoretical considerations concerning the relational dimensions of learning by following a qualitative and dialectical methodology, which adopts the comparative strategy of opposing scenarios for the relational disposition: the mental deficiency (especially the Down syndrome) and the psychosis (in particular the autism). The data collected through bibliographical resources and sources available in electronic means have been summarized from both scenarios, regarding definitional, etiological, classificatory and educational aspects. As a result of dialectical thinking, it has been presented the proposition that the capacity for establishing relations provides the mentally disabled the primary essential conditions for learning, while the lack of this capacity, a trait of the autistic functioning, does not make learning possible, which confirms the premise of the relational indispensability. To a better understading of the phenomena in a microrelational perspective, Wilfred Bion's concepts have been adopted in order to explain the nature of the educational process in the pedagogical universe, considering the teacher-student relationship.